The author’s statement, “whenever and wherever the game prospers, passionate teaching subsides and intense and purposeful learning diminishes. It can happen to the best of people, in the best of schools. In a lot of schools, it happens to almost everybody almost all the time.” I thought this was a powerful statement. The author brings up a good point. Even in the best of schools with the best training and teachers, there is a lot of pressure to accomplish a lot in a school year. If the goal is to graduate and move on, there comes a time when the teachers and students are just focused on how to get out the door. I have a client who told me the only reason her daughter is graduating this year is because of the No Child Left Behind Act. I wondered to myself, what did she actually get out of her school year if the only reason she can move on is because of this act? I liked the author’s descriptions of “A” "B" "C" and "D" students. It’s difficult to take the time to fully understand material when there is so much to get through. Tests determine student’s futures, and students understand the importance of getting good grades in order to get into college. Cramming and memorizing is how students study and I’m sure after the stressful exam is over many students fail to recall what they learned.
I found the author's observations from the after-school program in New York City fascinating. I was surprised that even at such a young age, children have already figured the system out and know what they need to do to get through the curriculum. At the same time, if they already know the system at that age, then what would it take for them to change their way of learning? I appreciated that the author addressed the “real” questions that come out when they have discussions about the reading together. I wonder if the program has made any changes, particularly doing away with questions and focusing more on group reading and discussions.
I was glad to see the author addressed the need to ask students what they want and what they find helpful to them. This is something on which I build my therapy sessions on. I always ask my clients, “what do you think would be most helpful to talk about today, and how can I be most helpful to you in achieving that goal?” In a school setting, students will be more apt to participate and try in class when they have the control over learning and are working on things in a way that is helpful for them. If teachers ask students if they have any ideas or preferred methods, or even strategies that have worked in the past to facilitate learning, I think students' responses would be enlightening for teachers. Whenever a person has a sense of power and control over something, he or she tends to be more willing to do the best job possible.
I found the author's observations from the after-school program in New York City fascinating. I was surprised that even at such a young age, children have already figured the system out and know what they need to do to get through the curriculum. At the same time, if they already know the system at that age, then what would it take for them to change their way of learning? I appreciated that the author addressed the “real” questions that come out when they have discussions about the reading together. I wonder if the program has made any changes, particularly doing away with questions and focusing more on group reading and discussions.
I was glad to see the author addressed the need to ask students what they want and what they find helpful to them. This is something on which I build my therapy sessions on. I always ask my clients, “what do you think would be most helpful to talk about today, and how can I be most helpful to you in achieving that goal?” In a school setting, students will be more apt to participate and try in class when they have the control over learning and are working on things in a way that is helpful for them. If teachers ask students if they have any ideas or preferred methods, or even strategies that have worked in the past to facilitate learning, I think students' responses would be enlightening for teachers. Whenever a person has a sense of power and control over something, he or she tends to be more willing to do the best job possible.